few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Mathematical concept/skill options: 
A. Prove and apply trigonometric identities.
B. Model periodic phenomena with trigonometric functions.
C. Interpret functions that arise in applications in terms of the context.
D. Build a function that models a relationship between two quantities.
E. Define, evaluate, and compare functions.
F. Use functions to model relationships between quantities.
G. Understand the concept of a function and use function notation.
H. Analyze functions using different representations.
I. Extend the domain of trigonometric functions using the unit circle.
J. Interpret expressions for functions in terms of the situation they model.
K. Build new functions from existing functions.
L. Construct and compare linear and exponential models and solve problems.


Thought: This problem applies trigonometric identities, including the angle addition formula for cosine.
Answer: A

Now, assign the following problem or activity to one or more relevant mathematical concepts/skills it teaches.
shot_info: fl_problem_001894

HS
options: Understand congruence and similarity using physical models, transparencies, or geometry software.

Translate between the geometric description and the equation for a conic section.

Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Visualize relationships between two-dimensional and three-dimensional objects.

Experiment with transformations in the plane.

Classify two-dimensional figures into categories based on their properties.

Draw, construct, and describe geometrical figures and describe the relationships between them.

Use coordinates to prove simple geometric theorems algebraically.

Understand similarity in terms of similarity transformations.

Prove theorems involving similarity.

Apply geometric concepts in modeling situations.

Analyze, compare, create, and compose shapes.

Graph points on the coordinate plane to solve real-world and mathematical problems.

Understand congruence in terms of rigid motions.

Understand and apply the Pythagorean Theorem.

Solve real-world and mathematical problems involving area, surface area, and volume.

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).

Solve real-world and mathematical problems involving volume of cylinders, cones, and spheres.

Understand and apply theorems about circles.

Apply trigonometry to general triangles.

Explain volume formulas and use them to solve problems.

Reason with shapes and their attributes.

Define trigonometric ratios and solve problems involving right triangles.

Prove geometric theorems.

Make geometric constructions.

Find arc lengths and areas of sectors of circles.

Solve real-life and mathematical problems involving angle measure, area, surface area, and volume.
problem_activity: Narrative
This warm-up prompts students to carefully analyze and compare attributes of two-dimensional figures with attention to the number of sides, symmetry, and presence of parallel and perpendicular lines. The activity enables the teacher to observe the attributes that students notice intuitively and hear the terminologies they feel comfortable using.
Launch
Groups of 2
Display the image.
“Pick one that doesn’t belong. Be ready to share why it doesn’t belong.”
1 minute: quiet think time
Activity
“Discuss your thinking with your partner.”
2–3 minutes: partner discussion
Share and record responses.
Student Facing
Which one doesn’t belong?
[IMG]
Student Response
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Activity Synthesis
If no students mention parallel sides as an attribute to consider, ask them about it.
Consider asking: “Let’s find at least one reason why each one doesn’t belong.”


correct_option_index: 2